Foucault: a educação para a autonomia

Abstract

The present work focuses on the thinking of the French philosopher Michel Foucault as a tool to be used in the classroom by teachers of Philosophy problematizing an education for autonomy from the perspective of the philosopher. In this way, the concept of philosophy gains a new clothing, that of being an "ontology of the present", that is, of producing a diagnosis of the present from the relationships, from the experiences of the subject with himself, with the other and with the world that surrounds him. Consequently, Foucauldian thought aims at a subjectivity that is constructed from power relations and games of truth, thus the philosophical reflection to be produced by the Philosophy teacher in the school space starts from the resistance and rupture to any sedentary form of thought that seeks to imprison the subject to models or patterns constructed as truth to be followed. In this way, the classroom emerges as the very laboratory of the Philosophy teacher who has the concepts of power, problematization and transdisciplinarity as new didactic instruments to be handled in this endeavor to instrumentalize the thought of Michel Foucault in the teaching of philosophy. To think of an education for autonomy based on Foucault's thought is to provoke a conceptual restructuring of ethics and freedom, that is, to construct new forms or modes of subjectivation from oneself, from the self-care that crosses the path of beware of each other. another, or what we might call the ethics of care. The care of the self, a term problematized by Foucault from the Classical Greco-Roman Antiquity, is understood as this form of the subject postulate new modes of subjectivation. Therefore, the concept of autonomy commonly understood as the way in which the subject acts independently on the events and the other, is displaced to that formula of self-care, self-government that has as its starting point care for the other. Walking the path of Foucault we realized a practical action possible to adapt to the space of teaching philosophy: writing. Writing presents itself as this form of the subject describing, thinking and knowing himself, transforming himself and enabling transformations. In other words, writing appears as a self-diagnostic technique that makes it possible to diagnose oneself, making it possible to think and respect new forms of subjectivation. Thus, to think of an education for autonomy in a Foucauldian perspective from the teaching of philosophy is to make room for a new perspective of education, where the actions of the subject are based on a practice of self-care that first glimpses the taste for a healthy life and not just a diploma. That it targets new ways of thinking about existence and that it produces poles of resistance to every form or model of fascist life, this is the mission of the philosopher teacher: to build, through philosophy, spaces for an Aesthetic of Existence.